BRIDGING THE GAP: BUILDING SYNERGY BETWEEN RESEARCH, POLICY, AND PEDAGOGY

Abstract

In the contemporary educational landscape, the disconnection between research, policy, and pedagogy undermines the transformative potential of education systems. Despite the proliferation of evidence-based research, policy decisions are often influenced by political priorities or administrative feasibility rather than empirical insights. Similarly, classroom practices tend to rely more on tradition and standardized curricula than on evolving pedagogical theories. This chapter examines the structural and epistemological divides that inhibit synergy among these three pillars of education and proposes frameworks for integration. By drawing on international examples, multidisciplinary scholarship, and systemic thinking, the chapter advocates for knowledge translation mechanisms, collaborative policy-making, practitioner-researcher partnerships, and continuous feedback loops. Building synergy requires moving beyond hierarchical relationships and embracing co-construction—where researchers, policymakers, and educators engage in dialogue and mutual learning. Ultimately, this chapter provides pathways for aligning research findings with policy formulation and pedagogical innovation to achieve equitable, effective, and context-sensitive education systems.